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Copyright Wooster School 2005
2nd Grade
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WRITING
Unit One – Introduction to a
Writer’s Notebook
Rationale: The students are introduced to the idea that
writers use a notebook as a tool to help them better their written word. This
tool will hold their ideas for later use. They will continue to use a folder,
yet the notebook will take on a life of its own, making ways for them to keep
track of and build their thoughts. There is the management and the content of a
notebook to consider.
Unit Two- Personal Narrative
Rationale: This unit directly builds on the earlier story telling unit as each writer
finds new stories to share. Basic story
elements are crucial to this study, while the structure of the piece may vary
from the simple beginning, middle, and end, the sophisticated flashback, or a
string of small moments in a sequential manner with time influencing each
moment. The students experience the
stages of the writing cycle for the first time, working together on each stage
as a class.
Unit Three: Conventions and
Sentence Structure
Rationale: This
study gives the students a chance to focus on the conventions of good
writing. Therefore, the writers will
engage in writing exercises that promote an awareness of basic capitalization,
punctuation, and age appropriate grammar.
Unit Four-Nonfiction
Rationale: Non-narrative and nonfiction texts allow
students to pursue personal interests and research a nonfiction topic using a
variety of strategies. Non-narrative
texts give information through story, either personal experience or reliable
resources, categorized by one topic with a few main points that support the
main idea. The students are able to utilize various aspects of nonfiction texts
such as the glossary and table of contents, captions, bold print words, the
basics of categorizing information through paragraphs, etc. Illustrations are more of a focus in this
study as nonfiction material relies heavily on a variety of diagrams, pictures,
charts, and symbols. Each child
publishes one piece in either genre. The
children revisit and build upon their repertoire of nonfiction characteristics
from first grade.
Unit Five: Revision
Rationale: The craft of writing is
the cauldron in which the writing is forged.
This craft unit will develop the young writers’ critical eye toward
their own writing. The idea that writers
use craft to make changes will open the world of rereading as a writer and not
just a reader. Writers revisit their
work by rereading and looking for places in need of change, as well as, trying
out strategies in new entries.
Unit Six: Writing About
Rationale: This study allows the students to gather and utilize prior information
about finding the main idea and understory of a text. Linking the reading and writing connection
gives the students a chance to demonstrate what they can do with their
accumulated knowledge about story and self.
They are regularly asked to respond in short jottings and on charts, to
locate the main idea, to look for reoccurring themes in their reading. Students are expected to write longer about
an idea using examples and specific lines from texts that support their
ideas. The students utilize the social
action reading unit as an avenue to generate ideas for their writing. The students write with an opinion, and focus
on one issue at a time. Students think
about their own views of an issue in the world and how it affects who they are.
Unit Seven: Poetry
Rationale: During
this study students can focus on the meaning of a piece and not worry about
punctuation, capitalization, or length.
Structure is fun to explore and yet the writer needs to hear the rhythm
of the poem before he/she can add verses and white space. Meaning is at the heart of this study, requiring
the writers to stretch their imaginations about topics to record in poetic
form.
Unit Eight: Writing Project and
Setting New Goals
Rationale: This
study builds independence in the students.
They rely on their past experiences with literature and units of study
for project ideas. The project should
show stamina, the ability to create new ideas, and management of time. A calendar will be used as a way to help the
students stay focused and accountable for each stage of this study. The students are being asked to outgrow
themselves, accept a challenge, and work independently. The students need to
take direction from general mini-lessons and, at times, the students are asked
to give a mini-lesson if they used a strategy from a prior unit of study.
WRITING MECHANICS
Capitalization
Titles of works
The pronoun I
First words in a sentence
Personal titles
Proper nouns: people, animals, places, months, days and holidays
Punctuation
Ending marks with declarative sentences, interrogative sentences, exclamations, and imperatives
Commas for items in a series
Underlining of titles
Periods with abbreviated months, days, and titles
Commas in dates, letters, and addresses
Apostrophes with possessives
Grammar and Usage
Regular and irregular plurals
Pronouns of subjects
Agreement of subject and verbs
Run-on sentences
Sentence fragments
Regular and irregular past tense
Order of pronouns
Pronoun use with direct objects
LIFETIME WORDS
been, come/came, said, say/says, there, they, use, very/every, were, what, who/what/when/where/why, with, about, again, animal, any/many, are/our, ask/asked, both, could/would/should, down, feel/felt, gone, great, house, keep, live/ give, myself, none/done, number, once, other, over, sure, time, to/too/two, word, water, where, your/you’re, because, friend.
Unit One – Story Elements Build
Comprehension
Rationale: Students
are asked to develop a working understanding of their own reading level in
order to determine what a “just right" text is for them. We review story elements such as setting,
scene, character, plot, conflict, and resolution. As a class we identify and label the story
elements on charts for our read-aloud and then begin to do the same in
partnership reading. "Say
Something" is introduced as a way to respond to text and identify story
elements. Students engage in book talks,
emphasizing depth of response as the partners work together to identify the
story elements as they occur in their books.
Setting routines and rituals in
Unit Two - Responding to Text
Orally
Rationale: Students understand the large variety of
responses to texts: retell in multi-levels, prediction, text-to-text,
text-to-self, questions, and sometimes an answer. They are not expected to master these ways,
simply explore the differences in order to try a range and not just one type of
response. As the unit progresses,
students are able to label their responses and make short term goals to try
different ways of responding. It is
important to notice the way characters are similar or different and why texts
in a series tend to go the same way in plot and style of story, etc. Students are expected to try a variety of
conversation starters: I think, I agree, I disagree, I wonder, I am adding
onto, etc. The students move into
partnerships and use this knowledge of response on a daily basis in partner
book talk.
Unit Three - Responding to Text
in Writing
Rationale: The idea of responding to reading in writing was introduced in first
grade. Response through Stop and Jot
happens on post-it notes and notebook paper.
Charts begin once the students are able to jot down meaningful thoughts
on a daily and nightly basis. The
post-it notes help students hold their thoughts over a period of time. This aids with comprehension and
sequencing. Retelling important parts of
a chapter is important to later work where students will follow a character's
moves or the events in a story. The charts serve a purpose for stronger
partnership work and accountability.
Partners can see what each other is thinking. If there is a
misunderstanding or confusion about a specific part of the story, the readers
are expected to return to that passage to reread and discuss the
misunderstanding.
Unit Four: Nonfiction
Rationale: In this
study, readers become adept at using the table of contents and accustom
themselves to skimming over parts that are not of interest or necessary for
understanding. Building vocabulary
through context is an essential component of this study. The beauty of this genre study is that the
partnerships need not be based on reading ability but rather on interest. Two partners can read about the same subject
yet in different texts. This way the
daily book talk is pertinent to each reader.
The readers are still working on building the same reading skill at
varying levels.
Unit Five - Character Study
Rationale: Characters
change in a text and affect the story and our thinking. In order for a deeper understanding of a
character and his/her motives, one must be able to understand why he/she did
what he/she did. The students chart
noticings about the action of a character, wonder why he/she did it, and the
reaction to the action. This lifts the level of comprehension and inferential thinking. To walk in a character's shoes means to put
aside your own thinking and be that character.
There is no disagreeing with the character's motives unless one is
discussing how he/she feels as a reader.
This is a developmental stage and an introduction to looking at
characters in this very grown up way.
Students keep track of one character through action and response to
other characters. A variety of charts
are used: Venn diagram, U-chart, T-chart, and Time line.
Unit Six - Identifying Social Themes
in Texts
Rationale: This is a comprehension unit focusing on
social themes or issues in texts. Students learn to identify, label, and follow
throughout a book or across multiple books, poems, and songs, major themes or
issues that the author writes about. Students reread and examine old texts as
well as new ones paying close attention to the issues with which the characters
are dealing with in their everyday lives.
Students look for issues and themes that run throughout the story and at
the actions or events in the story that support or are examples of the
issues. Students learn that the issues
that the characters in the stories struggle with are issues that may be
relevant to their own lives as well.
Unit Seven: Poetry
Rationale: Fluency, meaning, and motion are lively and
reactive ways to respond to poetry.
Reading the work of a variety of poets aids the readers when discussing a
specific poet's work. Students work in small groups, making decisions as to how
to manipulate the words in a poem in order to hear the rhythm and poet's
voice. Students keep a poetry folder of
their work and strategies they may create out of their partnership work. Students have the opportunity to experience
poetry through movement, illustration, voice, choral, echo, and repetitive
reading.
Unit Eight - Independent Reading
Projects
Rationale: Projects are selected and
researched by topic or author. These
projects are done independently, although the students have a partner. The peer partner aids in a variety of ways:
stamina, accountability, idea gathering, and clarity. Each student must present the information in
a written form as well as verbally. The
projects should be innovative and reflective of one's newly learned
information, such as comparing characters, how series are similar or different,
how events affect a story, etc.
WORD STUDY
Review short vowel sounds. Review blends: bl, pl, fl, gl, cl, br, gr, cr, dr, fr, tr, pr, sc, st, sk, sm, sn, sp, sw.
Short a and long a: a_e pattern.
Short e and long e: e_e pattern.
Short i and long i: i_e pattern.
Short o and long o: o_e pattern.
Short u and long u: u_e pattern.
Review initial and final digraphs: ch, sh, wh, th, in long and short vowel words.
Long a sound patterns: ai, ay, ei, a_e.
Long e sound patterns: ee, ea, e_e.
Long i sound patterns: igh, y, i_e.
Long o patterns: oa, ow, o_e.
Long u patterns: ue, ui, u_e.
Short vowel phonograms: an, ap, ack, ank, ash, at, all.
Short vowel phonograms: est, ell, en, et, ent, end.
Short vowel phonograms: ick, ill, in, ing, ink, ip, it.
Short vowel phonograms: ock, op, ot, og.
Short vowel phonograms: uck, ug, ump, unk.
R-controlled vowels: ar, er, ir, or, ur.
Singular and plural nouns with some "irregular" nouns.
Endings: doubled final consonants for ed and ing verbs.
sounds of the ed endings: ed (dated), d (tried), t (mixed).
Contractions.
Compound words.
Vowel diphthongs: oo/moo, oo/book, oy, oi, ew, ui, ow/cow, ou, au, aw, al.
Silent consonants: gn_, kn_, wr_, mb.
Sound-alike endings: _ck, _ke, _k, _ch, _tch, _ge, _dge.
Multi-syllabic words and syllabication work
COLONIAL
GOALS:
Second graders begin their study of American history by considering the origins of the United States. Although students are introduced to many of the early settlements, begging with Jamestown in 1607, the emphasis is on Plymouth as a model colony. Using the colonists as a model, students discuss how a people and their culture can be changed by environmental conditions. Adaptation is a key phrase. The complex relationship between the colonists and the Native Americans is examined as students consider these two different cultures.
OBJECTIVES:
Examine how the early colonists survived and evolved into a self-sufficient society.
Explain the significance of the Mayflower Compact.
Discuss the relationship between the pilgrims and the Native Americans.
Understand how the arrival of the European traders and settlers impacted the lives of the Native Americans.
Name some of the Native American tribes of New England.
Explore the native American reverence for nature.
Identify the causes for all the migration to America.
Investigate the natural resources available to the Native Americans and the colonists in New England.
ANCIENT
GOALS:
The study of Ancient Egypt sets the stage for further studies of ancient civilizations in the upper elementary grades. Students begin with a study of geography, how cultures utilize the natural resources available to them and how a culture is influenced by the physical features of their environment. Students consider how life today compares to life over 3,000 years ago. Throughout this study, students are encouraged to examine the aspects of this past civilization which are still evident in our own culture.
OBJECTIVES:
Describe the climate and geography of Egypt, the black land and the red land, kemet
Identify animals native to Egypt and describe their adaptations
Locate and label the Nile River, equator, seven continents, four oceans, and the large seas in the Middle East region
Explain the importance of the Nile River to the Egyptians and what make the Nile River unique
Understand the importance of the scribe and the materials used for recording life, specifically hieroglyphics
Explain the intricate caste system by describing various jobs
Understand the role of farmers in the caste system and the disparity with their importance to the community
Understand the various tools, animals, and inventions used by Egyptian farmers
Explain how some plants were used for medicinal purposes
Understand the embalming process, the use of canopic jars and the meaning of the carvings on Egyptian tombs
Identify the materials used to make clothing and paper, linen, animal products, flax and papyrus
Understand the natural resources in
Describe the various homes lived in by Egyptians and how they reflected the various levels of the caste system
Identify various jewels and metals commonly used by the Egyptians and understand where and how they were used
Identify some of the major gods and goddesses of Egypt and their special powers through the reading of myths
Explore the mathematical inventions of the Egyptians and how math was used to create the pyramids
Identify the most famous pharaohs, their dynasties, and tombs
Understand the Egyptian fascination with vanity and the afterlife
Understand the role of recreation and sport in the Egyptian society
SECOND GRADE SPANISH
GOALS
To review and reinforce all previously learned material
To encourage group and individual repetitions of Spanish
To foster simple reading and writing skills
To learn to ask questions and make negative sentences
To increase awareness of Spanish culture
To encourage correct pronunciation
RESOURCES
A wide range of materials of instruction is used, including audio, visual, and manipulative
Maps and puppets
TOPICS
Reinforcement of all previously learned vocabulary
Classroom objects, comparison in size
Short sentences using yo tengo (I have) and me gusta (I like)
Clothes, animals, and family members
The Spanish alphabet
Date, including the year and weather temperature
Pledge of allegiance
Adjectives
The five senses
Mexican culture; hieroglyphics and pyramids
Simple directions such as turn left, turn right, go straight
CULTURE AND GEOGRAPHY - ACTIVITIES
Cooking - tostones, sopaipillas, and empanadas
Piñatas
Additional story
telling - Authentic folklore and legends from
Additional children's songs and games
Locate and name Spanish-speaking countries on the globe, including continents and oceans
SKILLS MASTERED
Arithmetic
Count by 2s, 5s, and 10s from any given number.
Construct fact families for addition and subtraction.
Find equivalent names for numbers.
Understand place value for 1s, 10s, 100s, and 1000s.
Add and subtract multiples of 10.
Find missing addends for next multiple of 10.
Solve addition and subtraction stories to 20.
Know addition and subtraction facts to 20.
Add three 1-digit numbers mentally.
Multiply numbers by 1, 2, 5 and 10.
Identify and name a fractional part of a region.
Data Analysis
Make tallies and give the total for multi-digit numbers.
Plot data on and compare quantities from a bar graph.
Time and Money
Tell time to the nearest 5 minutes.
Calculate the values of combinations of pennies, nickels, dimes, and quarters.
Read and write money amounts under $1 in dollar notation.
Use equivalent coins to show money amounts in different ways.
Demonstrate calendar concepts and skills.
Geometry
Measure to the nearest inch and centimeter.
Find area and perimeter concretely.
Use a ruler, tape measure, and yardstick to measure length.
Identify 3-dimensional shapes and know their characteristics.
Identify symmetrical shapes.
Identify parallel and non-parallel line segments.
SKILLS INTRODUCED AND PRACTICED
Arithmetic
Compare whole numbers and fractions using <, > or =.
Devise and use strategies for finding sums and differences of 2-digit numbers.
Estimate approximate costs and sums.
Solve equal grouping and equal sharing problems and stories.
Model multiplication problems with arrays.
Add three 2-digit numbers mentally.
Use parentheses in number models.
Understand fractions as names for equal parts of a region or set.
Understand that the amount represented by a fraction depends on the size of the whole.
Recognize equivalent fraction names.
Understand place value for 10,000s.
Construct multiplication and division fact families.
Data Analysis
Find the median, maximum, minimum, and range of a data set.
Determine the mode of a data set.
Time and Money
Solve money stories involving change.
Use alternate names for times.
Geometry
Measure to the nearest half inch and half centimeter.
Use appropriate units for measurements and recognize sensible measurements.
Read temperature on a thermometer.
Identify
equivalencies for millimeters, centimeters, decimeters, and meters.
WATER
This unit is a scientific study of water and aquatic environments. It is introduced by looking at world geography with an emphasis on the locations of marine and freshwater habitats. Hands-on experiments and classification activities lead students to a better understanding of aquatic habitats and their characteristics, and how they are impacted by humans and industry. Students are expected to use the scientific process as a tool for further inquiry.
OBJECTIVES
Students will:
identify the seven continents and the five oceans;
differentiate between marine and freshwater habitats;
understand some of the effects of pollution on aquatic habitats;
explore how changes in temperature affect aquatic habitats;
recognize that water on Earth exists in three different forms: liquid, gas, and solid;
identify the freezing and boiling points of water;
perform various sink-and-float experiments and be able to articulate the scientific principles involved;
become familiar with the chemical make-up of water;
Demonstrate cargo capacity and buoyancy as a way of understanding water displacement;
experiment with substances that dissolve in water;
recognize that 3/4 of Earth's surface is covered with water;
identify major sources of water: oceans, glaciers, rivers, ground water, and atmosphere;
explore surface tension;
explain the water cycle;
recognize that plants and animals need water to live; and
recognize the importance and use of water in their daily lives.
ANIMALS
Taxonomists categorize animals into two well-defined classifications: vertebrates and invertebrates. Students will become familiar with this and more detailed classification of animal life and animal habitats. Through this exploration of animals the students will focus on habitat and survival needs for all animals. Students understand the relationship between their own lives and other animals.
OBJECTIVES
Students will:
identify and understand the various classifications of animals;
research individually selected animals using nonfiction material;
demonstrate an understanding of an animal's habitat and survival techniques in relation to food, child rearing, protection, shelter, locomotion;
understand the unique habits of nocturnal animals;
observe the life of crickets and identify their body parts;
observe the life cycle of pill bugs;
classify various types of animals according to their characteristics;
identify anatomical and behavioral adaptations that allow organisms to survive in specific environments;
explain that features of living things can be good indicators of roles and positions within an ecosystem;
compare carnivores, herbivores, and omnivores;
define and give examples of habitats;
recognize that living things contain systems (digestive, respiratory) that enable them to carry out basic life processes;
identify predators and prey and describe their relationship; and
construct a food chain including producers and consumers.
The greater dexterity of second graders allows for more drawing and painting from nature. Their reading ability makes it possible to incorporate research in most of their art work, and for the first time, introduce the study of art from other cultures. They can start using sketches to plan their work and they are able to solve simple structural problems in 3-D construction. Themes may carry through several different projects.
OBJECTIVES
Over the course of the school year, second graders learn to:
Painting:
Mix colors observed in the natural world
Use a limited palette
Understand and use contrasting colors
Drawing:
Sketch from nature, record observations
Draw patterns observed in nature and in the art of other cultures
Identify profiles, frontal views, and whole figure photographs of animals, and start to be able to draw these
Collage, Assemblage, Mixed Media:
Build a free-standing construction
Make patterns and mosaics from collage materials
Use collage to enhance existing forms and patterns
Use cardboard three-dimensionally
Measure, fold, hole-punch, and bind a simple book form
Clay and Sculpture:
Make an armature from wire and tin foil; cover with clay
Model a clay animal using memory, photographs, and/or sketches
Tools and Techniques:
Use rulers to make simple measurements
Clean-up and General Behavior:
Rinse out brushes and cups used in watercolor
Wipe off tables with sponges
MAJOR AREAS OF
INSTRUCTION
Painting:
Using shapes and mixing colors observed in the natural world
Studying and using lines, colors, and patterns observed in the artwork of other cultures (Native American, Egyptian)
Drawing:
Nature studies in field journals
Studies of animal heads (frontal view and profile) for masks
Studies of patterns (Inuit, Egyptian, water)
Scratchboard.
Collage, Assemblage, Mixed Media:
Long-term 3-D projects (masks, book covers, sarcophagi)
Book Arts: stick- and rubber band-bound field journals
Layered murals combining paint and collage
Clay and Sculpture:
Clay or plaster cloth over armature
Clay masks from slabs with 3-D collage elements
Free-standing animal sculptures
SECOND GRADE MUISC
Singing
Sing accurately within the range of middle C to C2
Sing with a clear and pleasing vocal quality
Reproduce short melodic patterns
Be aware of his/her own vocal intonation, alone or in a group
Sing a varied song repertoire
relating to the general Wooster curriculum and themes
relating to special seasons and events
Sing two part rounds
Rhythm
Keep the beat to the music he/she hears and sings
Demonstrate an understanding of rhythm
Distinguish between and execute varied tempi
Clap rhythm of songs and rhymes while walking the beat
Define 2/4 meter
Reading and Notation
Understand the function of the staff and treble clef (G clef)
Distinguish between line and space notes
Associate high and low pitch with the position of notes written on the staff
Distinguish between verse and refrain (chorus)
Recognize the symbols
Listening
Listen attentively to various compositions
Identify the instrumental colors of strings, brass, percussion, flute and piano
Identify melodic and rhythmic patterns as same or different
Recognize AB and ABA form
Movement
Use body percussion to keep macro and micro beats to external music
Move freely with spatial awareness
Follow directions in moving to specific patterns (rhythmic an melodic)
Instrumental Playing
Play ostinato accompaniments on barred instruments and unpitched percussion
Use the barred instruments to play melodies
Participate in ensembles of more than one instrumental color
TOPICS
Each student:
Defining
understands and uses terminology: title, author, illustrator, spine, spine label
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
uses the spine label to identify resources
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
identifies and locates book and non-book resources including:
understanding organization of resources in school and local libraries
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
distinguishing between narrative and information texts
asks questions appropriately with guidance
SECOND GRADE COMPUTER CLASS
TOPICS INTRODUCED
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Technology Problem-Solving and
Decision-Making Tools
File management
TOPICS REINFORCED
Basic Operations and Concepts
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Equipment and work area maintenance
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage
formats
GREAT BODY SHOP –
SECOND GRADE
Injury Prevention
& Personal Safety
Safe vs. unsafe
Safety rules and laws
Common hazards
Emergencies: getting help, acting quickly
Protecting brain
Responsibility
Refusal skills, using predicting steps
Respect for danger
Personal safety routines
Types of touches
Nutrition
Role of nutrients
Number of daily servings from food pyramid
Role of good breakfast
Classifying & evaluating foods
Responsible food choices
Nutrition & self worth
Implementing goals
Healthful snacks
Functions of the Body
Parts & functions of the brain
Various ways to be smart
Thinking skills
Heart functions & health routines
Muscles
Skin
Making choices to protect hearts
Effects of smoking
Symptoms & effects of fear
Developing empathy
Growth &
Development/Cycle of Family Life
Babies grow & change
Older children
Adults
Old age
Needs of growing plants
Animals & people
Being patient
Defining family
Family roles & differences
Responsibility in families
Facing family changes
Prediction consequences of resisting change
HIV/AIDS and Illness
Prevention
Defining germs
Sick & well
Setting illness prevention goals
Respecting body signals
Classifying living & non-living things
Antibodies
Do’s & don’ts if sick
Community health helpers
Rules & laws
Substance Abuse
Prevention
Identify drug types (nicotine, alcohol, street drugs)
Importance of healthy choices
Practice changing habits
Positive ways to solve problems
Safety routines when sick
Effects of drugs on family & community
Communicating & sharing
Refusal skills
Community Health
& Safety (Violence Prevention)
Rules to keep you safe in key situations
Thanking community helpers
Role playing different at-risk situations
Practicing asking for help
Read, write & speak name, address & phone number
Knowing when you need what help
Refusal skills
Avoiding violence
Bullying
Self Worth, Mental
and Emotional Health
Identify special qualities in self and others
Respect and empathy for self and others
Feelings during family change
Coping with fear
Real dangers
Helping others
Communicating
Avoiding risky situations
Recognizing prejudice
Environmental and
Consumer Health
Environmental hazards and skin safety
Sun damage and protection
Rules for safe use of food and health car products
Health/safety professionals & their services, food handling laws
Healthful meal selections
Asthma and air pollution
Second-hand smoke
Physical Fitness
Benefits of exercise on the heart, muscles and bones
Actions that help or hurt
Muscle control
Safety routines
Rules for safe play
Goals
SECOND GRADE PHYSICAL EDUCATION
The Second Grade Physical Education class works to improve the basic physical skills of each student. This includes a daily warm up and skill presentation to improve cardiovascular endurance, speed, agility, balance, eye-hand and eye-foot coordination. The class also stresses social skills needed in everyday living. Skills are demonstrated and reviewed through individual, partner, and small group drills followed by modified games and activities.
TOPICS/ACTIVITIES
locomotion skills
space and body awareness
individual and partner activities
small group activities
gross motor skills
Project Adventure activities
soccer
basketball
volleyball
pillow polo
kickball
wiffleball
tennis baseball
tennis
lacrosse
softball
gross motor assessment
"new" games created by the physical education staff throughout the year
SKILLS MASTERED
Locomotion Skills
walking
running
jumping
up and down stairs alternating feet
Tumbling
alligator crawl
crab crawl
bear walk
kangaroo jump
log roll
Pillow Polo Skills
safety rules
Scoop Lacrosse
grip on stick
cradle
Scooters
how to sit and kneel
how to move
SKILLS STRESSED
Gross Motor Skills
dropping and catching
bouncing waist high and catching
walking and bouncing ball with 2 hands
bouncing and catching with partner
tossing and catching with partner
Foot Skills
kicking stationary ball with toe
Pillow Polo Skills
grip
dribbling ball with stick
passing to stationary partner
stopping ball
shooting at goal
field layout and rules
Volleyball
court layout
basic rules
Kickball
field of play
kicking a rolling ball
Wiffleball / Tennis Baseball
grip
stance
swing
Scoop Lacrosse
tossing
catching
shooting
Scooters
safety issues and rules
Physical Fitness
1/2 mile run (fall)
SKILLS REVIEWED
Locomotion Skills
combination skills
Movement Control
common space
directional activities
body awareness
Gross Motor Skills
throwing to target
catching a thrown ball
kicking a moving ball
Tumbling
forward roll
backward roll
jump and roll
Bouncing and Dribbling Skills
bouncing ball head high and catching it
bouncing ball alternating hands
walking and bouncing ball using 1 hand
running and bouncing ball with 1 hand
bouncing ball against wall and catching it
bouncing/clapping/bouncing
tossing/clapping/catching
Foot Skills
review dribbling and trapping
dribbling with instep of foot
dribbling with direction change
passing to stationary partner
kicking stationary ball with instep
kicking with approach
Soccer Skill
dribbling ball using both feet
passing to moving target
shooting a stationary ball
shooting a moving ball
throw-ins
field layout
Basketball - on low 5'-6' basket
lay up shot
shortened space foul shot
chest pass and bounce pass
Pillow Polo Skills
passing to moving partner
Volleyball
bumping
Kickball
running bases
getting people out
Wiffleball / Tennis Baseball
hitting a tossed ball
running bases
getting people out
Scoop Lacrosse
scooping off ground
Tennis
forehand and backhand grips
forehand and backhand strokes
net strokes
return of tossed ball
Physical Fitness
sit ups
SKILLS INTRODUCED
Tumbling
walk on 2x4
Soccer Skill
positions on field
how to defend
Basketball - on low 5'-6' basket
jump shot
layout of game court
pivoting
person to person coverage
Volleyball
setting
serving
Kickball
tagging up
Wiffleball / Tennis Baseball
tagging up
Lacrosse
holding stick
cradling
tossing to self
catching
Tennis
serve
Physical Fitness
1 mile run (spring)
push ups and crunches
shuttle run
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Copyright Wooster School 2006